Reading strategies in reading comprehension in French among Dual-Language Program (DLP) and non-DLP learners

Recently, one programme has been introduced by Kementerian Pendidikan Malaysia called the Dual-Language Programme. This Dwi-Language Programme, or DLP, is introduced into selected schools. Only two subjects are taught in English, namely Science and Mathematics. The use of DLP has improved the results of the French students on French subjects, specifically their reading comprehension. Accordingly, the current research investigated the most and least reading strategies employed by DLP and non-DLP learners by considering the metacognitive awareness employed: global strategies, problemsolving strategies, and support strategies. Also, the study examined the impact of the use of English as a medium of instruction on students’ reading comprehension. A total of 355 learners participated in this study. They were learners taking French as their third language and were in level A1 for DELF. They aged between 14 and 17 years old. This study utilised the Online Survey of Reading Strategies (OSORS) questionnaire by Rafi (2002). This questionnaire, developed for English as a Second Language students and students of other languages, was distributed to 12 schools that offered French subjects in Kelantan. The purpose of using the OSORS was to determine the strategy learnerss depended on the most and the least when reading French materials. OSORS questionnaire consisted of 30 items, which were divided into three reading strategies: (i) problem-solving strategies (PROB) (8 items), (ii) support strategies (SUP) (9 items), and (iii) Global strategies (GLOB) (13 items). The findings showed that the reading strategies used by both DLP and non-DLP learners were almost similar despite differences in demographics, formal spoken home language, background language, and the use of English as a medium of instruction in French class.

Text 124232.pdf Download (12MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18767

Actions (login required)

View Item